Abstract
As part of a large study, Connecting Mathematics Learning through Spatial Reasoning, Kindergarten children’s drawings of their portraits were analysed for features of line symmetry and mathematical structure. Children’s portraits were initially drawn by observing the face of a partner. The drawing was folded along a central line, placed on blank paper, with only half the portrait visible along a line of symmetry. The child completed the portrait matching the explicit features of the initial drawing. Evidence of symmetry was analysed such as matching key features of the face in alignment and with details reflecting the symmetrical features of the eyes, nose, mouth and ears. Drawings were categorised for one of five levels of structural development utilised in a related study on mathematical pattern and structure with Kindergartners. There were wide qualitative differences found in the drawings, with half of the drawings showing incomplete symmetrical features. However, over thirty percent of children represented explicit structural features such as equal spacing, congruence, partitioning and alignment of facial features.
Original language | English |
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Title of host publication | ICME14: Proceedings of the 14th International Congress on Mathematical Education |
Subtitle of host publication | Topic Study Group 1: mathematics education at preschool level |
Editors | Marja van den Heuvel-Panhuizen , Angelika Kullberg |
Place of Publication | Berlin, Germany |
Publisher | International Mathematical Union |
Pages | 16-20 |
Number of pages | 5 |
Publication status | Published - 2021 |
Event | International Congress on Mathematical Education (14th : 2021) - Shanghai, China Duration: 11 Jul 2021 → 18 Jul 2021 |
Conference
Conference | International Congress on Mathematical Education (14th : 2021) |
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Abbreviated title | ICME-14 |
Country/Territory | China |
City | Shanghai |
Period | 11/07/21 → 18/07/21 |
Keywords
- mathematics education
- early childhood
- symmetry
- pattern
- representation